Celta Assignment 1

Cambridge CELTA Written Assignment: Language Related Task (LRT Part 2) Read all guidelines cautiously before you start this task. Checking Understanding Write idea inquiries for the underlined language things underneath (along with their normal answers), which could be utilized so as to check students’ understanding. Draw pictures, charts or courses of events where fitting and recall the fundamental standards laid out in the idea checking input meeting. All visuals ought to incorporate a ‘task’ to include the understudies. See the models overleaf. Complete this task on the rear of this sheet. Note: You ought to accept that the educator has just endeavored to show importance of every language thing through visual or verbal method (definition, picture, circumstance, emulate, and so forth ) You are making an effort not to instruct or inspire the objective language thing, simply check understanding. 1. He’s been a police officer for a long time. 2. He was wearing a head protector. 3. I had my photograph taken. (the strained isn't pertinent here) 4. Your garments are tarnished! 5. In the event that he’d worked more diligently, he’d have finished his tests. 6. He went the world over all alone. 7. She used to drink espresso. 8. He made up with his better half. Idea Questions + Expected Answers |Time-Line, Picture or Diagram | |e. g. She called when she showed up home. | 1 2 | |Did she show up home? (Indeed) |Past X Now | |Did she call previously or after she showed up home? (After) | |When precisely did she call? (Following) |Is ‘arrived’ activi ty 1 or 2? 1) | |What is activity 2 (She called) | |How since quite a while ago was there somewhere in the range of 1 and 2? (A brief timeframe/a second/| |seconds) | |e. g. The stage was packed. |Which ones utilize a ‘platform’? (train and cylinder) | |Where would you be able to discover a ’platform’? Station) |( ( | |What do you do on a stage? (Take/Wait for the train) | Name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. TP Group: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. I affirm this is totally my own work. Marked †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |Concept Questions + Expected Answers |Time-Line, Picture or Diagram | |How long has he been a police officer? | |Expect answer 10 years |Present Perfect Continuous | |1 |Is he still a cop? |Past X_______________ Now | |Yes | |For how long has he been a police officer? Question: | |Expect answer 10 years |How numerous years has he been a police officer | |What is a protective cap? | |Expect answer | |2 |Something you wear on your head to ensure it |[pic] | |If you were riding a motorbike what might you wear on your |[pic] | |head? [pic] | |Expect answer a head protector | |[pic] | |[pic] | |Question: Which one of these is wearing a cap? | |Does she despite everything drink espresso | |Expect answer | |7 |No she used to. | |When did she quit drinking espresso | |Some time in the past | |Question: | |Is she still his better half | |Expect answer yes | |8 |Has she generally been his sweetheart | |Expect answer No, they spilt up |NO VISUAL NEEDED | |Why did they reunite in light of the fact that he said sorry | |When did you have your photograph taken | |Expect answer |Past _______X___________I__ Now | |3 |Some time prior previously? | |Question: When was your photograph taken | |What would you do if your garments were foul | |Expect answer |Clean shirt | |4 |Washed/Laundered/Cleaned | Dirty shirt | | |Question: | |Why didn’t he breeze through his tests? | |Expect answer | |5 |He didn't buckle down enough? | |NO VISUAL NEEDED | |Who did he travel the world over with | |Expect answer | |6 |He went all alone | |Question: | â€â€â€â€â€â€â€â€ and Training Center International Teaching Celta Assignment 1 1. †¦. everything that has transpired during the day †¦.. Which means 1. â€Å"has happened† is a language structure utilized for activities which began before however proceed up to now or to discuss activities that have an outcome now. Course of events: x (x)(x) has happenedpastpresentfuture CQs : Did it occur before? Indeed. Is the day going on? Indeed. Is it liable to happen some more occasions? Indeed. Is it true that we are influenced by the things that transpired during the day? Indeed. What occasions? We didn’t rest soundly. What influences do we have now? We might be tired and tired now.FORM Subject| +| assistant verb| +| primary verb|  | Have/has|  | past participle| everything + has + happened +â€? IhaveYou ‘veWeThey| V3| I have notYou haven’tWethey| V3| lHave you we they | V3| He hasShe ‘s? t| | He has notShe hasn’tit| | heHas she it| | â€Å"has happenedâ€Å" is the type of Present Perfect Tense. Elocution - Ever ything that has transpired/h? /h? p? nd/or/? z/I’ve just watched†¦. He’s just viewed †¦. They’ve watched†¦. /? v//hiz//? e? v/The helper action word isn't worried in short structures however the principle action word is pushed. Foreseen PROBLEMS AND SOLUTIONS 1. Issue: Students may neglect to utilize the assistant action word â€Å"has†Solution: Elicit a few structures and compose on the board. Cross out the one which doesn’t have the assistant action word and compose the helper structure above it. . Issue :Students may befuddle the significance and structure with basic past tenseSolution: Write two sentences and ask some CQs. e. g:â€Å"She went to film yesterday† â€Å"She’s simply gone to film? † 1. Which one has a specific time? â€Å"Sentence 1†2. Which sentence has an influence now? â€Å"Sentence 2. She isn’t here at this point. † and so forth 3. Issue: Students may utilize the base ty pe of the action word rather than the third structure. Arrangement: Cross out an inappropriate one and compose the right structure above with a red board marker happened â€Å"†¦everything has happen †¦.. †4. Issue: Students may pressure the helper action words â€Å" have†/h? /or â€Å"has†/h? z/in short structures. Arrangement: Do some boring activity in the wake of displaying â€Å" ’ve† and† ’s† APPROPRIACY Neutral. Suitable. References 1. http://www. thefreedictionary. com/2. http://www. google. com. tr/imgres? q=present+perfect+tense+timeline 3. Longman Dictionary of Contemporary English 4. http://www. youtube. com/watch? v=g2bHdXcszJ4| 2†¦. in the event that researchers developed a pill†¦. , would you take it? MEANINGâ€Å"If conditionals† is the language structure used to discuss things conceivable however probably not going to be satisfied. CQs:Is it conceivable that the researchers imagine a p ill? Yes†Is it a solid chance? â€Å"No, frail. †Is the importance past or present? â€Å"Present†Do we envision here? † Yes† FORM if + past basic would + subj+ exposed infinitive CONDITIONAL CLAUSE MAIN CLAUSEIf researchers designed a pill,†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. okay take it? â€Å"Invented† is the past type of the verb† invent†. â€Å"Would† is a modular assistant action word here. Elocution â€- If researchers created a pill†¦. , would you take it? â€/? nvent? d//w ju ta? k ? t? /We articulate â€Å"would† as/w? /rather than/w? ld/ANTICIPATED PROBLEMS AND SOLUTIONS 1. Issue: Students may feel that we are discussing past. Arrangement: To abstain from misconception, understudies are given a simple undertaking of conceptualizing and furthermore a sort of expansion, for example, â€Å" If I were rich, I would †¦. and so forth. Later idea questions are gotten some information about something about past? † 2. Issue: Students may not articulate the word â€Å"would†/w? ld/normally rather than/w? d/Solution: Emphasize the/w? d/sound and use backchaining,e. g start by displaying and penetrating the sound/d/trailed by/w? /and afterward the entire words/w ju ta? k ? t/3. Issue : Students may utilize present type of the action word in the â€Å"conditional clause† rather than the past structure when we talk about fanciful circumstances. Arrangement : Elicit the right type of the statement. Cross out the one wrong on the board and compose the â€Å"simple past† structure above. On the off chance that I was/were richIf I am rich,†¦References: Harmer,J. (2005),How to Teach English,Longman Gower,R;Phillips Diane;Walters,S(2005) Teaching Practice http://www. ingilizce-ders. com/hata-yanlis/01-telaffuz-hata. htm | 3. Dr.Meddis accepts that the terrible side effects we endure when we don’t sleep†¦. Which means manifestation (n,[ C ]: A sign or a sign of confusion or ailment unsavory (adj): not enjoyableCQs: Does an issue exist on our body? YesShould we see a specialist? YesAre we cheerful about the issue? NoAre we feeling better? NoFORM It is a descriptive word supplement = adj+nounâ€Å"Unpleasant† is a descriptor here and it is the negative type of † pleasant†. It portrays a thing here the â€Å"symptoms†. Articulation †††††¦Ã¢â‚¬ ¦ accepts that the undesirable manifestations we suffer†¦. - unsavory/? npleznt/side effect/s? mpt? ms/â€Å"Unpleasant â€Å"the stress is on the subsequent syllable. â€Å"Symptoms† the pressure is on the principal vowel sound. Foreseen PROBLEMS AND SOLUTIONS1. issue: Students may not comprehend the significance of the word â€Å"symptoms† Solution: Use the CQs above to Show what â€Å"symptom† implies. Ask the understudies how they feel when they are sick and make them act it out. 2. issue :Students may articulate unsavory/? npliznt/by saying/I/rather than/e/Solutions: Emphasize the/e/sound in â€Å"unpleasant† Re